EntreComp Europe Final Guide

Learning from experience

•••

January 2023

The content of this publication represents the views of the author only and is
their sole responsibility; it cannot be considered to reflect the views of the
European Commission and/or the Executive Agency for Small and Medium-
sized Enterprises (EASME), or any other body of the European Union. The
European Commission and the Agency do not accept any responsibility for
use that may be made of the information this publication contains.

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•••

Index

ENTRECOMP FINAL GUIDE – LEARNING FROM EXPERIENCE

Preface .................................................................................................................................................................... 5
Section A: EntreComp Europe project-level actions ........................................................... 7
Project-level actions supporting EntreComp ....................................................................... 7
EntreComp as a system level tool .............................................................................................. 10
Building collaboration ........................................................................................................................... 12
Reflections from partners .................................................................................................................. 13
About use of EntreComp competences............................................................................ 13
Why work with EntreComp? ....................................................................................................... 13
How to work with EntreComp? ................................................................................................. 14
The results gained from working with EntreComp ................................................... 15
Recommendations .................................................................................................................................. 16
Section B: Practice Pillar 1 - Youth Work and Education ................................................ 18
Activities and insights developed within this pillar......................................................... 18
Country specific activity and learning ......................................................................................23
Belgium .......................................................................................................................................................23
Italy .................................................................................................................................................................23
Moldova ......................................................................................................................................................24
Spain ..............................................................................................................................................................24
Turkey ..........................................................................................................................................................25
Partners perspectives - impact of this pillar ....................................................................... 26
Transnational insights and recommendations ................................................................. 26
Developing the evidence base: for entrepreneurial education and youth work
.......................................................................................................................................................................... 26
Supporting innovative learning content: making learning more engaging .... 26
Co-work key competences - digital, green and entrepreneurial learning .......27

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•••

Developing entrepreneurial assessment: showing the value of learning

through assessment, recognition and validation .................................................................. 28

Empowering educators: Teachers, trainers and mentors are not yet familiar
with this framework or how to introduce entrepreneurial learning. ........................ 28
Developing learning communities: productive team working with diverse
stakeholders .............................................................................................................................................. 28
Section C: Practice Pillar 2 - EMPLOYMENT AND ENTERPRISE ............................. 30
Activities and insights developed within this pillar........................................................ 30
Country specific learning ...................................................................................................................33
Belgium .......................................................................................................................................................33
Italy .................................................................................................................................................................33
Moldova ..................................................................................................................................................... 34
Spain ............................................................................................................................................................. 34
Turkey ......................................................................................................................................................... 36
Transnational insights and recommendations ................................................................. 36
Section D: Practice Pillar 3 - ASSESSMENT AND DIGITALISATION ...................... 39
Activities and insights developed within this pillar........................................................ 39
Country specific learning ................................................................................................................... 41
Belgium ....................................................................................................................................................... 41
Italy ................................................................................................................................................................. 41
Moldova ......................................................................................................................................................42
Spain ..............................................................................................................................................................42
Turkey ..........................................................................................................................................................42
Transnational insights and recommendations ................................................................. 43
THE ENTRECOMP Community .......................................................................................................... 45
Partners................................................................................................................................................................ 46

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•••

PREFACE
This guide was authored by Bantani Education with the support and
contribution of all partners. This work is co-funded by the EntreComp COSME
programme of the European Union.
Author contact details:

Elin McCallum elin@bantani.com

Bantani Education www.bantani.com

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•••

6
SECTION A: ENTRECOMP EUROPE PROJECT-LEVEL
ACTIONS
PROJECT-LEVEL ACTIONS SUPPORTING ENTRECOMP

Activity area Highlighted actions and links Insight summary

Final dissemination events: - The dissemination efforts benefited from being mixed with
EntreComp
conferences that included broader projects and initiatives –
Europe – - Youth@Work Bridges Youth Work and this increased reach of dissemination efforts.
flagship Volunteering Flagship Conference – bringing
together 100+ actors from the youth work policy, - New network contacts and deeper collaborations resulted
dissemination from these activities
stakeholder and practice representatives. Partners
events involved in a range of showcase plenary and - Being Entrepreneurial will run again in November 2023, as
workshop events across the conference feedback shows that there is a significant appetite for in-
- EntreComp Europe Final Conference - Part of Being person networking and learning conference spaces.
Entrepreneurial 2022. Brought together 85 policy,
stakeholder and practice representatives with a
stated interest in EntreComp, the conference was
hosted by The EntreComp Community with the
primary focus on this project alongside four other
EU supported projects being profiled.
•••

Online due to COVID-19 - There is significant value in offering direct workshops to

EntreComp
This event was led by Youth@Work and those developing new project applications
Project
Development engaged 20+ participants into a project - High impact – especially among those which are successful
development workshop focusing on in applying for Erasmus+ funding
Workshop
developing youth-work oriented projects that
include entrepreneurial learning actions
aligned ton EntreComp.
Link: Youth@Work information

Workshops and A range of high-profile EU and global level - Webinars can be longer than the available time people have
events where the project has been profiled – consider short intros with links to follow up on
webinars
and disseminated: - Collaboration can be built through multi-sector stakeholder
- European Social Economy Summit 2021 activities – necessary due to the relevance of EntreComp
across the lifelong learning system and that this framework
- Youth@Work podcast series (Talking YouthWork)
should not be seen in isolation but instead as part of a
- Youth@Work online workshop – Reinforcing the progression model.
Youth Guarantee
- Youth@Work in-person workshop - Youth@Work –
Connecting entrepreneurial learning and solidarity
opportunities
- Youth@Work in-person workshop – The potential
of youth work to boost young people’s
employability and entrepreneurship
- Youth@Work – Connecting Policy, Research and
Practice Conference

EntreComp Creating new simplified guidance on how to - This has had a significant impact through increasing
introduce EntreComp as a system tool – in accessibility and dissemination of the EntreComp framework
Practical itself through local language.
Guides local languages
English French

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•••

Italian Spanish
Romanian Turkish

The EntreComp For the second phase of community building, - A sustainable platform offers continuity and a high-quality
there are bespoke groups hosted via The environment to build long-term engagement and develop a
Collaborative deeper platform environment.
Communities – EntreComp Community, a specific platform
via The dedicated to those interested in or using - A new platform needs time to build because it is not
EntreComp. Accessible via project website somewhere where there are established users or
EntreComp engagement – this must be developed through ongoing
Community and www.entrecomp.com.
efforts on engagement opportunities and tools.

The EntreComp For the first phase of the community building, - There are advantages to engage via groups on platforms
the communities were supported via which are already widely used among target groups.
Collaborative
Communities – Facebook groups – these remain popular and - Disadvantages of using Facebook include the lack of broader
continue to engage new members. support available e.g. library of resources.
via Facebook
groups

EntreComp A community survey that was carried three - It demonstrated ongoing growth among members in terms
times over the lifetime of the project. of knowledge, understanding and enthusiasm. However,
Community new members joining the survey causes a less simple picture
Members of development as results appear differently for new
Impact Survey members who have yet to develop
knowledge/understanding.

9
ENTRECOMP AS A SYSTEM LEVEL TOOL
The project aimed to test EntreComp as a system level tool to support
entrepreneurial learning development. At the end of the project, partners
have been asked to rate their perception of the potential, impact and
evidence supporting EntreComp as a system level tool. The average score
per country and for all countries overall is provided below.

ALL BELGIUM ITALY MOLDOVA SPAIN TURKEY

COUNTRIES

Rating: Potential
of
EntreComp
as a tool for 4.33 4.5 4.0 5.0 4.0 4.5
impact at
system level

Rating:
Impact of
EntreComp
as a tool for 3.53 4.0 3.7 3.5 3.0 3.5
system
change in
your country

Rating:
Evidence of
using
EntreComp
3.53 4.0 4.0 3.5 4.0 3.0
for system
level impact
in your
country

The scores are positive, echoing generally positive feedback on how

EntreComp has included policy and system level change.
At local and national level:
- In Wallonie, Belgium

o EntreComp is highlighted as a tool to underpin the design of key actions

within the Recovery and Resilience Plan.
•••

o SPW use EntreComp to guide and underpin the implementation of funding

for training organisations delivering training to new entrepreneurs and this
will soon also include funding for enterprise skills training.

o The new project awarded through Erasmus+ - EntreComp4Transition – has

succeeded in bringing together partners from both Flanders and Wallonie into
the same project to build community collaboration within the new regions of
Belgium

- In Extremadura, Spain

o The new regional competitiveness plan for Business includes the

implementation of EntreComp as one of the main action lines for DG
Enterprise

o DG University includes EntreComp in the annual action plan for the Science
and Digital Agenda

o DG University - Regional grants for internationalization and return of talent

(PIRT)

o DG Employment has included EntreComp as a competence framework for the

regional employment dual vocational schools and has include EntreComp in
policy action lines related to employability actions.

- In Cantabria, Spain, CISE has supported the use of EntreComp in the design of the new
regional smart specialisation approach

- In Italy

o UnionCamere has started to use EntreComp to guide learning development,

based on the experiences seen within the EntreComp Europe project.

o The Chamber of Commerce of Basilicata and its ASSET Agency have started
collaborations with several high schools in the region to scale up the pilot
initiative aimed at integrating entrepreneurial training (aligned to EntreComp)
into school curricula.

- In Turkey, OECD documents have profiled the importance of EntreComp to development

at system level across compulsory education, VET and enterprise skills. This has been
achieved through the SME Policy Index analysis 20221.

Some countries have seen more impact, while others see the potential but
have not yet seen the change towards this. In Spain and Belgium, policy
changes can be seen in both Wallonie and Extremadura, while in Cantabria
there is policy influence demonstrated through involvement in the smart
specialization process. In Italy, there is system level influence on the work of
UnionCamare, the national chamber of commerce.

1
See OECD SME Policy Index 2022 Western Balkans and Turkey - https://www.oecd-
ilibrary.org/development/sme-policy-index-western-balkans-and-turkey-2022_b47d15f0-
en

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•••

BUILDING COLLABORATION
Below you can see the perception of country partners about the value of the
collaboration developed through the project. The activities that have taken
place across the project have seen engagement from all countries, albeit at
different levels.

ALL BELGIUM ITALY MOLDOVA SPAIN TURKEY

COUNTRIES

National
Collaborative
HIGH HIGH HIGH MODERATE MODERATE HIGH
Community
engagement

Local VERY VERY

VERY HIGH HIGH VERY HIGH VERY HIGH
collaboration HIGH HIGH

National
HIGH HIGH HIGH HIGH HIGH HIGH
collaboration

International VERY
HIGH MODERATE HIGH VERY HIGH HIGH
collaboration HIGH

Building collaborative communities across five countries saw very different

starting points, with Italy already having a community to build on while
Moldova found it very difficult to connect widely. COVID-19 created a
significant impact with a swift move to online-only activity from the beginning
of the pandemic and lockdowns. The engagement in Moldova saw further
challenges with the onset of the war in Ukraine which has had a significant
national impact in the Republic of Moldova.
In Spain, partners developed a national newsletter and Spanish-language
café to grow collaboration and build stronger links between partners.
Developing collaboration to create new awareness of EntreComp among
partners working on policy and practice around helping aspiring and new
entrepreneurs
The level of collaboration has been important, and a number of partners have
emphasised the usefulness of this project for creating new and stronger
connections with diverse partners from the five countries as well as nationally.
At international level, four countries from this partnership have secured new
collaboration linked to EntreComp through a new Erasmus+ Alliance for
Innovation called EntreComp4Transition.

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•••

REFLECTIONS FROM PARTNERS

About use of EntreComp competences
• Belgium and Turkey implement the EntreComp competences at the four levels of
education and training

• Spain and Italy include less competences at each level. The competences that need to
be reinforced are competences related to exploring problems and seek new solutions
related to the competences of motivation and perseverance and ethical and sustainable
thinking.

• It should be highlighted that practitioners in Spain implement all the missing mentioned
competences in other levels, when they teach/mentor participants at the advanced level
(a more practical perspective).

• The most implemented competences in the current courses are vision, and motivation
and perseverance

• There is a need to reinforce the competences “Working with others” and “Motivation and
perseverance” because they are more important according to the view of
respondents/participants,

• The “ethical and sustainable thinking” and “working with others” competences need to
be reinforce, particularly in Belgium, Italy, and Moldova.

Why work with EntreComp?

Shared understanding:
- The advantage of working with EntreComp, at regional or other territorial level, is that it
gives a common basis of understanding to develop, support and promote
entrepreneurship competences.

- The sense of community grows your own motivation to work at European level – there
is a feeling that you belong to a wider community of practitioners. The EntreComp
Community which is now 950-strong indicates the level of interest – see here for a
community infographic.

- In Spain, the Spanish Collaborative Community is very heterogeneous – including NGOs,

Regional Authorities, Universities, Chambers of Commerce, and Industry. All these bodies
work with different target groups (students, teachers, migrants, unemployed people,
entrepreneurs, etc.). All these different realities have different needs, and some of them
are very different from the Education/Academic world. EntreComp Framework offers a
common language with different approaches according to the different realities.

- In Italy, it has brought together diverse partners to work together and embrace us of
EntreComp.

- In Turkey, it builds a common working approach that works for both EU and non-EU
countries.
Shared practices aligned to a common model:

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•••

- Overall increase in the use of EntreComp gives the possibility to share practices and
discover new tools, addressing where there are gaps currently e.g. tools and practices
relevant to the enterprise sector.

- There is the possibility of alignment with different programmes and departments –

musing evidence that shows the relevance of EntreComp to different areas of policy.
Supporting quality and innovation in entrepreneurial learning practice:
- Consistent and high-quality approaches to entrepreneurial learning practices guided by
and supported by the use of a common competence framework

- Building mindset and self-efficacy to support resilience and adaptability among learners
at all levels

o Creating re-skilling and up-skilling pathways to help adult education

o Help entrepreneurs to explore new opportunities through a more structured

approach to their skills development

o Supporting entrepreneurs to accelerate business growth through a focus on their

own entrepreneurial development and skills
Driving policy innovation:
- To support more entrepreneurial employees within the public sector, developing a culture
change within public administrations towards more pro-active and entrepreneurial
culture in the workplace and a can-do attitude towards public-sector change and
innovation
Driving SDGs – including digital and green transition
- EntreComp Framework offers the idea of creating value for others –social, cultural or
economic value that help to address one or more of the SDGs. This can be made more
explicit through teaching and learning materials, as it provides a critical link to
entrepreneurial learning for ideas and impact that is supporting digital and green
transition

How to work with EntreComp?

Through practical mapped application pathways:
- There are already a lot of resources and tools inspired in EntreComp but there no clear
pathway to apply EntreComp. A practical pathway with supporting tools is needed for
each area of lifelong learning, flexible enough to adapt to different learning and country
contexts.

- From a practical point of view, EntreComp has to be applied through experimentation

and experience. Even if it is a theoretical framework, it has to be applied in real life to
reach a valuable learning.

- Within education and across all sectors, the depth of implementation is not yet deep
enough – while the framework is well-used, the learning outcomes

14
•••

- The EF should adapt its implementation according to the target group, the geographic
scope, and the role of the institution. This helps to better acceptance of the EF according
to the culture and practice of each institution.
Through training for educators and stakeholders:
- Despite interest, there remain challenges to fully engaging new partners outside
education. More training is needed inside the organisations to share and further
disseminate the framework, including provision of best practices.
Through inclusion in official curricula and learning documents:
- The EntreComp Framework, itself, is very meticulous and wide in its contents. For this
reason, in order to succeed in implementing the EF at regional or local level, some
collaborative work has been developed with teachers or mentors, so they become familiar
with the EF. Nevertheless, the current challenge is how include the EF competences in
the official Curricula of each school or VET centre.
As a guiding tool not a fixed framework:
- The EF may look too complex if practitioners would like to apply directly. Thus, those
that are currently implementing the EF consider it as a useful guiding tool to start a
journey for entrepreneurship. In other words, the EF does not need to be applied directly
as written but can be instead used as a simple guide.
Through adapting language to suit the target audience:
- The EF structure and messages can be easily conveyed to teachers and students, but
not so effectively to SMEs. New language should be developed to make it more appealing
for SMEs.
Through a common platform
- The EntreComp Community platform brings together policy, practice, resources and tools
to support people from all fields involved.
Through EntreComp assessment as learning
- As a self assessment tool for organisations, practitioners and youth workers.

- As a self-reflection tool for individuals such as young people, students or entrepreneurs.

The results gained from working with EntreComp

- Use of EntreComp as a reference framework for policy and practice organisations

- Creating community – building on increased interest from stakeholders of all types -

many institutions work is linked to entrepreneurial learning and thus EntreComp is an
area of interest once they become aware of this framework.

- Using this project as a springboard to create and build community at national level – new
connections and stronger collaborations

- Expanded role of the partner organisations at regional and/or national level

o New collaborations developed such as

15
•••

§ EntreComp4Transition – four countries from EntreComp Europe are

represented in this new Alliance for Innovation

§ EntreComp for Public Sector (www.entrepubl.eu) – SPW and Bantani are

working together in this project

§ Creative Industries KIC – EIT have awarded a new KIC, and Materahub
are one of the partners involved in this.

§ EntreComp Synergies – Bantani is the lead within this tender to support

EntreComp implementation at system level.

- Opportunity to link entrepreneurial learning to digital competence development

- Use of entrepreneurial learning outcomes – that are not widely used within learning
provision, and EntreComp outlines these through the detailed progression model. This
would better support recognition and validation.

- Since it is relatively new, the exchange with peers at international level to build potential
synergies and pilot together in different contexts is a benefit and a necessity.

- Increase in awareness of how to sue EntreComp to support funding applications e.g.

Erasmus+

- Building expertise in actions and methods that can build resilience and entrepreneurship
– critical during a time of crisis both in Europe and in specific countries as recession hits
many.

- Bigger role for EntreComp in the design of new projects e.g. youth projects in Turkey
and policy actions in Wallonie and Extremadura . See sections B-D for more insights into
new collaborations developed.

RECOMMENDATIONS
EntreComp 2.0
- Simplify the Framework by eliminating redundancies, duplication of skills and skills that
are too abstract or theoretical

- Provide clear, accessible guidance on using EntreComp for individuals with little to no
experience with competence frameworks.
For community ecosystem
- Promote the formation of collaborative communities as a means to develop new
connections and initiatives.

- Emphasize building a community for entrepreneurial learning, with support from both EU
and national level, through high-level advocacy and practical engagement techniques.

- Involve diverse stakeholders, including organisations that provide funding to new

entrepreneurs to raise awareness of the importance of entrepreneurial skills.

- Increase accessibility by making resources available in more languages.

For policy

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•••

- Incorporate EntreComp as a reference tool in regional strategies to ensure that

policymakers at all levels have access to relevant tools for understanding entrepreneurial
learning.

- Experiment and innovate by designing pilot programs to innovate learning, working with
relevant policy makers with participation on a voluntary basis, to support design and
implementation of innovative programmes for entrepreneurial learning.
For practice
- Begin with experimental learning actions in schools and universities to integrate
EntreComp into teaching programs

- Develop guidance to support a deeper understanding of proficiency levels within the

EntreComp progression model, including the design of learner development pathways
across all areas of lifelong learning.

- Prioritise assessment, recognition, and validation of EntreComp competences for final

users.

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 •

• …

SECTION B: PRACTICE PILLAR 1 - YOUTH WORK AND

EDUCATION
ACTIVITIES AND INSIGHTS DEVELOPED WITHIN THIS PILLAR

Activity area Highlighted actions and links Insights

- Across many examples – the learning ecosystem is

EU level A range of workshops and webinars including:
workshops and - The EntreComp Playbook (Lilian Weikert, JRC)
webinars
- From Experimental Approaches Teaching Entrepreneurial
Skills to an Integral Approach Based on EntreComp (Filip
Burgelman, Belgium)
- Organising Youth Summer Camps on Entrepreneurial
Competences (Turkey and Belgium)
Links: Hyperlinked above
highlighted as a key attribute of successful
implementation
- Webinars addressing learning materials open practical
ways to implement EntreComp
- Resources shared are often adaptable to the user needs
– the positive of this is the flexibility. The negative of
this is the lack of specific and simple resources that
teachers can pick up and use that cover both learning
and assessment of competences
- Consider gamification of entrepreneurial learning as a
tool for increasing student engagement
•••
EntreComp cafés – English
EntreComp
Cafes
Monthly cafes that are not always recorded, -
originated as part of EntreCompEdu and
supporting educators in any pillar to network,
develop knowledge and new understanding. - Humour is more challenging in online classes where you
1. Laughter lubricates learning
2. Why and how to focus on social and emotional learning
3. Assessing ‘valuing ideas’
EntreComp cafés – Spanish
These are monthly sessions that have grown from
the English language versions. Colleagues from
Spain collaborate with colleagues from Ecuador -
and Chile to design and implement.
1. El docente emprendedor: un enfoque desde el marco
EntreCompEdu
19
- Outdoor learning is important – game boards developed
by Extremadura offer a different outdoor game-based
learning tool
- Emotional side of learning should be present training
entrepreneurial competences (cafe 1)
Humour can be a very impactful tool with hard-to-reach
or disengaged learners – but should be used judiciously
to place emphasis on learning (café 1)
may have little or no feedback on how humour affects
the audience. )café 1)
- Place a focus on developing empathy through
entrepreneurial learning – as part of the response to
increased digital media use
- Be a lazy teacher: let your students do what they are
able to take care for themselves. (café 2)
- Use Erasmus+ projects as a tool to allow students to
explore the world beyond the classroom (café 2)
- Online self-reflection tools are assessment as learning
(café 3)
- Use SDGs to encourage learners to reflect on the
value/impact of business ideas and to connect with
society challenges so ensuring that student projects
acquire social impact or dimension (cafe 3)
When considering self-reflection, ask the students to
reflect on their entrepreneurial competences but also
on their personal background. (cafe 3)
- Consider the entrepreneurial classroom – creating the
space and a conducive environment that can support
competence development (café 8)
•••
2. EntreComp en el ámbito familiar
3. Educación para el emprendimiento: Oportunidades para
la investigación educativa
4. EntreComp y búsqueda activa de empleo: aumentando
las soft skills y la empleabilidad
5. "Capacidades emprendedoras y valores cooperativos.
Los proyectos ECOOPE" - José Carlos Ceballos
6. “La competencia emprendedora según EntreComp y
EntreCompEdu en los grados en Educación Primaria en
las universidades jesuitas españolas: ¿vamos por buen
camino?” – Arantza Arruti
7. “Emprendimiento en las comunidades de aprendizaje” –
José Manuel Galán Cortés
8. “Aulas de emprendimiento” – Sandra Mangas
9. “Experiencias del uso de EntreComp en FOL” – María
Carmen López González
EntreCompEdu 30-hour blended and facilitated teacher training
teacher course on entrepreneurial education.
training
- 719 registered including BE-38, ES-83, IT-18, MD-13,
programme
TR-117
- 55 completed including BE-4, ES-7, IT-1, MD-0, TR-6.
Link: EntreCompEurope Case Studies 2022 p.5
20
- Open the learning beyond the classroom – students
entrepreneurial learning comes from across their lives
- Ensure that entrepreneurial learning also places a focus
on digital competence development – do not be afraid
to include technology (café 2)
- The cooperative sector offers the right condition for
open innovation - especially interesting to look for
gender equality and woman entrepreneurship. (cafe 5)
- There is a real need to develop adequate assessment
rubrics and tools for entrepreneurial education (all)
The training course generated significant
publicity and engagement:
- Increased members of collaborative communities
- Positive impact on participation to cafes and events
- Good conversion from participant to those who are
engaging in further actions e.g. EntreComp Badges
- High level of resource required to encourage and
support online training completion
- Using an existing course benefited the project through
engaging wider audiences and raising awareness of the
overall project.
•••

- The six EntreCompEdu principles resonate with

educators across all levels of education

Youth Worker This is a specific competence framework that has - Support a common understanding of entrepreneurial
learning among youth workers
Competence been cor-created and tested as a tool to
- Provides a basis to assess learning needs of youth
Framework for
guide and support youth workers and youth workers
Entrepreneurial
trainers to know which competences they need to - Provides a framework as a tool of self-assessment and
Learning
deliver entrepreneurial competences through evaluation
their local and international youth work activities. - Contribute to increase the quality of entrepreneurial
training activities based on EntreComp framework
- Has a practical route to sustainability via Youth@Work
Link: Youth Workers’ Competence Framework for – who can use it to underpin / map their event
Entrepreneurial Learning programmes and which competences they develop
among youth workers

Teacher Focus 11 teachers were involved from across all partner - EntreComp creates a shared construct among teachers
to demonstrate focus on lifelong learning progression -
Group countries in a teacher focus group to review and
through and across the whole EntreComp framework
test specific activities that develop EntreComp for different purposes in different contexts.
competences. The activities used were drawn
- Shared language enabled teachers from different
from EntreLearn2. countries to collaborate and learn from each other and
each other’s students’ experiences transnationally,
providing diverse perspectives to support evaluation
Link: Teacher Focus Group Final Report and more universal adoption of EntreComp
development.
- Learning outcomes in EntreComp support very rich use
of the activities by supporting differentiated assessment
and goal setting increasing applicability across phases

2
For copy of EntreLearn see https://entrecomp.thinqi.com/repository/resource/7ce712cc-f261-4c8d-a104-a53d62b83979/en

21
•••

and contexts and therefore transferability, consistency

and continuity of competence learning. Creating explicit
progression supports learners to take increasingly
independent and personalised ownership of
competence development.

Open Spaces A series of transnational meetings to explore and discuss themes and practices relevant to this pillar
happening at national and European level. Meetings also were a means of co-creating ideas and
implementation pathways. Insights are blended into wider elements of this guide

22
COUNTRY SPECIFIC ACTIVITY AND LEARNING

Each country has reviewed its activity in this practice pillar and provides an
overview below of the lessons learned within its own context.
Belgium
Belgium has embraced EntreComp at system level for schools, with a
significant level of funding being channelled into support for schools,
vocational and adult training that is increasingly being aligned to EntreComp.
SPW is exploring and implementing system level change via government
funding support and end-delivery of schools programmes – as seen in the
BADGEE example below.
Case study (webinar): BADGEE (SPW) – valuing youth entrepreneurial
competences with guest speaker Julie Carienelli of Sowalfin Creation.
- Demonstrating how the schools programme in Wallonie – Generations Entreprenantes,
led by SOWALFIN, is developing and recognising entrepreneurial competences developed
by school students through their curricular and extracurricular activities.

Case Study - CRADLE (Bantani) - Creating Activity Designed Language

Learning Environments for Entrepreneurship Education [Link – EntreComp
Europe Inspiring Practices 2020 p.11]
o Entrepreneurial learning can be developed through language learning

o Teachers and youth workers benefit from explicit advice on why and how to develop
entrepreneurial learning across different themes or subjects

Case Study - ParENTrepreneurs (Bantani/Extremadura) - A focus on parents

as primary educators [Link – EntreComp Europe Inspiring Practices 2020 p.15]
- Parents and carers can support the development of entrepreneurial competences as life
competences within the home environment

- Planned to be sustained through a new project in Ecuador, supported by Junta de

Extremadura who have created a cooperation agreement with University of Guayaquil as
a result of meeting themk through the EntreComp Europe project.

Italy
CCI Basilicata and ASSET have been the primary partners working on schools
through pilot projects with schools in Basilicata. Materahub have been more
involved with VET and youth based activities in this practice pillar, including
working to support Youth@Work at local level, they are working to more
closely collaborate with the Erasmus+ National Agency for Youth in Italy who
are now the lead partner in the Youth@Work partnership
•••

Case Study - EntreComp for enhancing learning and motivation (CCI

Basilicata) - How EntreComp can improve students’ motivation and academic
achievement [Link – EntreComp Europe Case Studies 2022 p.42]
- EntreComp can be a tool for student engagement and motivation

Case Study - TEEN.FARM (Materahub) - Embedding Entrepreneurial

Education in the agrarian sector [Link – EntreComp Europe Inspiring Practices
2020 p.46]
- Teachers and youth workers benefit from explicit advice on why and how to develop
entrepreneurial learning across different themes or subjects

- Entrepreneurial ideas are important for diversification within the agricultural sector

Moldova
The Moldovan Chamber of Commerce and NARD do not work directly in
youth work or education, so relied on working through partners to implement
this first practice pillar. They did this by successfully gathering partners and
practices, and share insights at online and in-person workshops.
Case Study - CREATIVO - Creating value for others: VET institutions provide
relevant vocational skills [Link – EntreComp Europe Case Studies 2022 p.48]
- VET schools can effectively blend vocational and entrepreneurial learning

Case Study - Junior Achievement Moldova - Their role in positive change in

primary, secondary and high school curricula [Link – EntreComp Europe Case
Studies 2022 p.54]
- National initiatives such as Junior Achievement can be effective means of adding
entrepreneurial activity into mainstream curriculum at large scale.

Case study – webinar: Successful Practices in Implementing

Entrepreneurial Skills Development Project – a webinar that involved
European Training Foundation in an online workshop to promote engagement
in the project and share inspiring practices

Spain
Spain were the most active community in this pillar, developing new actions
and initiatives and leading on the development of the new project that
provides a sustainability path for the collaborative communities.
Actions developed at national/regional level
- Junta de Extremadura – DG University are actively connecting STEM careers and younger
students

24
•••

- Junta de Extremadura – agreed implementation support for a pilot action on

Parentrepreneurs with Ecuador

- Junta de Extremadura - Work with EntreComp developed in the framework of Sociedad

del Aprendizaje

- Junta de Extremadura– have supported the University of Extremadura to develop a new

EntreComp-inspired course to support the innovation skills of the university students

- Junta de Extremadura– worked with IJEX (regional Youth Institute) to ensure that
EntreComp will be one of the competences to be strengthened during summer camps.

- Junta de Extremadura – NEOCK, a private company dedicated to training and talent, are
now using EntreComp in some products

- CCI Spain – development of new materials for VET institutions

Case Study - YouCoope (CISE)- Youth Cooperative Entrepreneurship

Education Initiative [Link – EntreComp Europe Inspiring Practices 2020 p.49]
- Co-operative based entrepreneurial learning should be widely introduced into all levels
of education

Case Study - Estudiante x Emprendedor (CISE) - E2 programme of the

University of Cantabria [Link – EntreComp Europe Inspiring Practices 2020 p.54]
Case Study - Staff Training on Youth Employability and EntreComp (INJUVE)
- Exploring entrepreneurship as a transversal key competence [Link –
EntreComp Europe Inspiring Practices 2020 p.62]
- Institution-level training of staff in these competences can be effective to build
understanding and buy-in to entrepreneurial learning approaches and activities

Case study (webinars) – EntreComp Café Espagnol sessions held once per
month with partners from Spain and South America.
Resource – VET EntreComp training materials – developed in Spanish for
VET centres by CCI Spain.

Turkey
Turkey worked primarily with VET and higher education (TOBB) and with
youth (via TRNA) in this pillar. Good collaboration developed into a wide range
of actions at local level supporting interesting practices shared via online and
case studies.
Case Study - My Entrepreneurial Self – Tested recognition/assessment tool
to support recognition of EntreComp competences for young people through
youthwork [Link – My Entrepreneurial Self Project Action 2022]
- Assessment as learning methods can be an effective means of encouraging self-efficacy
and introducing assessment of EntreComp competences

25
•••

Case Study - Future Classroom Lab - Improving entrepreneurship skills

among students [Link – EntreComp Europe Inspiring Practices 2020 p.41]
Case Study - Green Focus for EntreComp - enabling young people to
develop entrepreneurial competencies and practice in the green field [Link
- https://green.pancar.org.tr/ /
- Entrepreneurial competences are critical for supporting the green transition

Case study – weblink – Innomate – a project to boost engagement of higher

education students to entrepreneurship education through gamification

PARTNERS PERSPECTIVES - IMPACT OF THIS PILLAR

The focus of this work has been transnational in its spirit, bus has been
contextualised in how the work is implemented and made relevant to the
different countries and their current priorities and activities.

ALL BELGIUM ITALY MOLDOVA SPAIN TURKEY

Impact
perceived
HIGH HIGH HIGH HIGH HIGH HIGH
by
partners

TRANSNATIONAL INSIGHTS AND RECOMMENDATIONS

Developing the evidence base: for entrepreneurial education and youth work
- Support the programme level evaluation of the effectiveness of
entrepreneurial education and youth work to showcase the positive / negative
impact on learners. This should include randomized control groups and build on previous
work.

- Using existing research, curate and map the research evidence that can support
introduction of entrepreneurial education and youth work to identify where
evidence lies and where there are gaps.

- Use learners to support research – use challenge-based learning to build

experiments and address research questions through

Supporting innovative learning content: making learning more engaging

- EntreComp should be used to allow learners to discover, explore and reinforce
competences not usually recognised or experienced before.

- Include more co-operative models in education systems at all levels -

mainstream social economy venture creation models alongside traditional business
models – to allow for a more explicit focus on sustainable businesses and diverse value
creation (social, cultural and economic)

26
•••

- Encourage students to map the value created

and impact of new entrepreneurial ideas
against the SDGs – to emphasise the
relevance of entrepreneurial learning across
all of the SDGs

- Very diverse potential users necessitates

adapted learning scenarios and tools
linked/mapped to EntreComp – for end users
and intermediaries

- Large scale curation of resources and

tools relevant to or supporting
EntreComp competence development –
teachers need to understand the available methods and tools in order to make informed
choices on what to use for their learners. This has been begun through the EntreComp
Europe project (see the platform library) but there is a need to go further.

- EntreComp is relevant to higher education and should be embedded, and the

EntreComp framework should be considered as a key competence for all higher education
students. After the great success of some initiatives working with the EF in High
Education, (Educazione all’imprenditorialità. Sillabo per la scuola secondaria di
secondo grado in Basilicata), it should be used to underpin curriculum. A practical
way to achieve this would be to provide further tools to support curriculum aligned to
EntreComp via HEInnovate and to further promote the HE course called EntreTime to HE
institutions and stakeholders.

Co-work key competences - digital, green and entrepreneurial learning

- Emphasise the relevance of entrepreneurial competences to driving the green and digital
transition in Europe

27
•••

Developing entrepreneurial assessment: showing the value of learning through

assessment, recognition and validation
- Develop comprehensive assessment rubrics and learning methods

- Use self-reflection as a tool to support assessment as learning which can lead to deeper
learning and increased self-efficacy

- Design high quality training for teachers, trainers, youth workers and education
professionals on why and how to support explicit and appropriate assessment of
EntreComp competences

- Design and provide training for policymakers and education leaders on how
EntreComp competences can be embedded and assessed at school, teacher and learner
levels (as appropriate)

- Embrace digitalization of recognition, e.g. digital badges, as a tool to make learning

visible and demonstrate assessment as learning

Empowering educators: Teachers, trainers and mentors are not yet familiar with
this framework or how to introduce entrepreneurial learning.
- Adapt curricula models in compulsory and VET Education to align with
EntreComp and include practical entrepreneurial learning opportunities. This will guide
pupils and students to understand entrepreneurial learning through value creation. Social
and market economy principles can be important where appropriate e.g. VET, especially
in countries entrepreneurial culture is still developing and market transition is ongoing
such as the Republic of Moldova.

- Provide high quality training for all educators to empower them to integrate
entrepreneurial learning into their teaching approaches, using a personalized approach
to professional teacher development.

- Ask teachers to prioritise competences as self-reflection process on why and how they
teach. This

opens up a discussion on the competence needs of their students

- The Entrelearn guide should be further developed and enriched so that teachers
are able to share more resources they use to work on a specific EntreComp competence,
in which context, etc.

- Support teachers with simple ideas to introduce in daily practice - teachers still
lack easy support to use EntreComp in their daily teaching practice and such easy
methodologies can contribute to democratization of the framework.

Developing learning communities: productive team working with diverse

stakeholders
- Ensure that diverse stakeholders are involved in the development of
entrepreneurial learning and entrepreneurial schools / learning spaces e.g.
participation of families, community representatives, local governments as well as
businesses in school activities related to entrepreneurship

28
•••

- Use the EntreComp Map to build a bigger vision of the people and organisations involved
in the learning community across Europe.

29
 •

• …

SECTION C: PRACTICE PILLAR 2 - EMPLOYMENT AND

ENTERPRISE
ACTIVITIES AND INSIGHTS DEVELOPED WITHIN THIS PILLAR

Activity area Highlighted actions and links Insight summary

- The use of the Entrepreneurial Employee Being

Workshops and A range of relevant workshops and webinars
webinars including:
- The Entrepreneurial Employee (Martin Lackeus)
- Women in Entrepreneurship Inspired by EntreComp
(Eva Fabry)
- EntreComp at Work (Varberg, Sweden / Guadalinfo,
Spain)
- Assessment Tool for Business Starters (SPW)
Entrepreneurial Canvas should be promoted as a tool to
consider employee and the value they can create – as
demonstrated by the Varberg region in the EntreComp at
Work webinar.
- The entrepreneurial employee pilot
- The Alexanderson institute from Varberg (Sweden) works
in the fields of life-long learning, entrepreneurship, and
digitalisation.
- The entrepreneurial employee pilot in Varberg demonstrated
the relevance of EntreComp competences to employees
from different industrial sectors, and that employers would
be interested to develop these competences through
giving time for training.
•••

Learning Materials on Curated suite of EntreComp aligned learning -
Employability materials to support employability for adults
– supporting trainers to integrate specific
sessions linked to EntreComp competences
as part of adult up-skilling.
Effective learning materials were gathered which
highlighted the importance of short activities that can be
flexibly used i.e. inserted into wider activities to enhance
competence development

Pocket Guide A range of activities that support informing, - There would be a need to develop a second pathway for
established entrepreneurs, inspired by
promoting and inspiring
For Aspiring
Entrepreneurs development of entrepreneurial learning
based on EntreComp - targets primarily
young
entrepreneurs, within or outside existing
ventures

Open Spaces - a Practices shared include: These produced a wide range of insights – see
series of transnational below
• E-VET (CCI Spain)
actions to explore and
discuss themes and • My Sister Project (TOBB)
practices relevant to
• SPW Programme (SPW EER)
this pillar happening at
national and European • JA & Creativo Project (CCI Moldova)
level. • Shell Inventa Giovanni (CCI Basilicata)

The Practice Pillar 2 (PP2) “Employment and Enterprise” of the project has focused its activities on disseminating and
transferring the learnt lessons and opportunities coming from the implementation of “EntreComp Framework”.
On a regular basis, the PP2 partners have organised different activities to share experiences to support the development and
the implementation of tools related to the fields of Employment and Enterprise.

31
•••

Firstly, partners organised several open spaces aimed at presenting different national case studies about entrepreneurship
programmes. These forums have allowed partners to share good practices about entrepreneurship linked to employability
and enterprise, and to encourage the debate among partners about the knowledge and possibilities of EntreComp Framework
in their different scenarios at national level. The contents of each open space and the reflections related to each one are
included in Annex I.
Secondly, several activities were organised with experts to put the framework into practice with initiatives, experiences and
pilot projects already implemented and based on EntreComp.
Based on the activities developed by the Practice Pillar 2, the partners have been able to identify the main challenges and
opportunities of the EntreComp framework according to each national context and reality.
The results obtained after each activity has enabled partners to gather lessons from each country and practice. The
transnational insights are the result of the lessons learned by the PP2 partners. Hereafter, a series of ideas and reflections are
proposed.
The transnational insights driven by the case studies presentations are related to the stage of inspiration of EntreComp in the
entrepreneurship programmes at regional and national level. They were aimed at connecting the general entrepreneurship
programmes in each country with EntreComp through the recognition of the competences proposed by the framework and
the added value it offers.

32
COUNTRY SPECIFIC LEARNING
Each country has reviewed its activity in this practice pillar and provides an
overview below of the lessons learned within its own context.
Through an impact survey, project partners overall rated this the pillar with
the highest impact at country level with Belgium rating it as very high (the only
country to see this highest rating for any pillar).

ALL BELGIUM ITALY MOLDOVA SPAIN TURKEY

Impact
perceived VERY
HIGH HIGH MODERATE HIGH MODERATE
by HIGH
partners

Belgium
Belgium has undertaken extensive activity at system level to implement
EntreComp into policy, funding mechanisms and practice within
entrepreneurship training and enterprise skills development activities.
Case Study - Service Publique Wallonie - System-level implementation of
EntreComp at policy level to drive employability and entrepreneurship [Link –
EntreComp Europe Case Studies 2022 p.59]
Case Study - EYE LoopMe - Measuring entrepreneurial competence
development in the Erasmus for Young Entrepreneurs Programme [Link –
EntreComp Europe Inspiring Practices 2020 p.33]
Case study - Chèque Formation à la Création d’Entreprise (SPW EER) - The
business creation training check is funding to build entrepreneurial skills of
aspiring entrepreneurs, with training operators must be validated by SPW. A
simplified EntreComp grid has been proposed to training operators allowing
them to describe their training offer to project leaders. This is a pilot
experience which aims to strengthen skills based on EntreComp in training
processes within Wallonia. This pilot experience is being analysed in order to
set up an EntreComp implementation methodology that can be adapted
according to the context of each operator to meet the needs of learners. [Link
– EntreComp Europe Case Studies 2022 p.59]

Italy
Italy has been very active through its wide range of projects linked to this pillar,
especially promoting EntreComp through incubation and accelerator
•••

pathways, alongside the use of the creartive canvas it has developed to

support ideas creation.
Case Study - EntreComp Lab: An innovative way to create start-ups [Link –
EntreComp Europe Case Studies 2022 p.13]
Case Study - ELYME - Entrepreneurial Labs for Young Migrants [Link –
EntreComp Europe Inspiring Practices 2020 p.21]
Case Study - EDU4SENT - Social entrepreneurship education [Link –
EntreComp Europe Inspiring Practices 2020 p.25]
Case Study – online - Shell Inventa Giovanni (CCI Basilicata) - The program
offers help, guidance and practical support to young people who wish to start
their own entrepreneurial activity, guaranteeing access to the necessary skills
to prepare the Business Plan. It offers practical tools to develop business
ideas, construct a business plan and for concrete support in business
implementation phases.

Moldova
Case Study - Local Economic Development in Transition Countries - A
research paper on integrating entrepreneurial learning in Local Economic
Development initiatives [Link – EntreComp Europe Inspiring Practices 2020 p.58]

Spain
Extremadura, CISE and CCI Spain have been active in this pillar through wider
practices as well as project activities. CCI Spain have developed a new suit of
training materials for soft skills based on the EntreComp Framework to
complete current entrepreneurship courses, while Extremadura have been
actively working to integrate the framework into policy level initiatives and
practice development through DG Enterprise and DG University Policy..
EntreComp Cafes – in Spanish
These are monthly sessions that have grown from the English language
versions. A number of colleagues from Spain collaborate with colleagues
from Ecuador and Chile to design and implement the webinar series – the
following sessions focus on employment and enterprise themes
- Niveles de progresión – Aprender de la experiencia – Guadalinfo bring out the experience
of developing learning approaches that adapt DigComp and EntreComp competence
development to the needs of rural innovators, unemployed people looking for a job, new
or experienced Entrepreneurs

o Importance of working hard to choose and adapt the EntreComp

competences and learning outcomes to your own needs

34
•••

o Empower educators to use their own tools and methods to develop the
learning with students. Ensure they have good training to support them to
do this and to help them understand the frameworks and the purpose they
have

o Iterate constantly to make materials and training programmes more fit for
purpose

Case Study - RIS3 Entrepreneurial Discovery Process (CISE) - For Smart

Specialisation - using EntreComp to underpin workshops to define Cantabria’s
RIS3 with Cantabria Innovation Panel (PINNCAN) [Link – EntreComp Europe
Case Studies 2022 p.18]
Case Study - Diagnóstico Emprendedor (Entrepreneurial Development –
Extremadura) Raising awareness of entrepreneurial competences in the
business sector - https://diagnosticoemprende.com/ [Link – EntreComp
Europe Inspiring Practices 2020 p.29]
Case Study - Building Eco-literacy. Preparing Young Europeans for the
Green Labour Market (TR)– training course aims to prepare and inspire
professionals working with and for young people to bring an ecological focus
in their labour market orientation projects, led by Youth@Work and CISE [Link:
Youth@Work information page]
Case study – online - E-VET PROGRAMME (CCI SPAIN) - The programme
addresses young people willing to learn how to develop a business project
successfully. This programme offers them a space for entrepreneurship and
innovation as well as methodologies and teaching resources to develop their
entrepreneurial spirit, by helping them to explore an idea and turn it into a real
product or service.
Case study -online – Guadalinfo - a network of hyper-local social innovation
and entrepreneurship centres in Andalucia. Their experience with Entrecomp
had different stages, from the framework translation into Spanish to training
and guides/resources development. The objective was try to empower users
with these competences and digital ones as well. Main beneficiaries are social
and rural innovators, job seekers and entrepreneurship trainees. In the future,
they intend to target intra-entrepreneurs and local innovation agents.

Using EntreComp in Smart Specialisation in Cantabria RIS3

- By December 2022, the Entrepreneurial Discovery Process for the collaborative definition
of Cantabria’s RIS3 (EDPs) will have identified 4-5 actions per RIS3 ecosystem (Blue
Economy and Offshore Industry, Health and Wellbeing, Cultural Industry and Sustainable
Tourism, Bioeconomy and Agri-Food Sector, Industry 4.0) so that the Government of
Cantabria can decide to implement some of them and/or continue deepening in some of
the actions proposed during the EDPs process.

35
•••

- Creation of a meeting point and connection between agents of the quadruple helix to
favour the transfer of knowledge and provide connections to all the actors of the
ecosystem to promote regional R&D. By December 2022, it is expected to have 125
agents on the panel.

- In the design of the EDPs activities, the EntreComp framework has been structured into
two sessions with each of the EDP activities divided. In the first one, ideas and
opportunities are explored and in the second, actions are proposed and resources are
analysed. The EDPs has a direct analogy in the 3 areas defined by the EntreComp
framework.

- EntreComp has made possible to structure the sessions of the EDPs and make the
participants understand how entrepreneurial skills may have a crucial part in the
innovation process.

LINK

Turkey
Turkey have engaged a high number of wider actors relevant to this pillar
through online and in-person actions.
Case Study - Intersect - Inclusive Entrepreneurship: Bringing Together
Refugee, Immigrant and Host Communities [Link – EntreComp Europe Case
Studies 2022 p.27]
Case Study - Training for stakeholders in youth work field - Training
programme to open-up relevance and value of EntreComp to important
multipliers within the Turkish Eurodesk network [Link – EntreComp Europe
Case Studies 2022 p.37]
Project link – CREATEUP - Promoting Entrepreneurship for the Cultural and
Creative Sectors - aims to provide strategies to reduce the number of
creative unemployed and develop related skills and competences of adult
trainers.
Case study – online - My Sister Project (TOBB) - aims to strengthen women’s
economic and social status through entrepreneurship and digital
communication training for women to manage their financial resources, use
information technology services and market their services using digital tools.

TRANSNATIONAL INSIGHTS AND RECOMMENDATIONS

Use EntreComp to map and make visible the skills developed through
Erasmus for Young Entrepreneurs by new entrepreneurs on placement. The
framework should be tested among aspiring or wanna-be entrepreneurs in
the framework of the Erasmus for Young Entrepreneurs programme. It can be
stated how the EF may become important for local contact points, mentors,
and hubs to guide in the entrepreneurial path of the visiting entrepreneurs

36
•••

before starting the exchange in the framework or the EYE Programme.

Entrepreneurs could also assess better their competences (EF complements
technical skills) and focus on the skills they needed to reinforce.
Assessment is not yet well developed and there is a need to develop
effective and validated tools, especially at employment and enterprise
levels, for assessing the self-perception of entrepreneurial skills. EntreComp
can underpin new development of guidance and tools for diverse audiences
including adults and entrepreneurs. An example evaluation tool is available
from Extremadura.
Build learning pathways for employment and enterprise via new tools
adaptable to target groups, field, and objective. This helps better
acceptance of EntreComp because it is contextualized to the culture and
practice of each institution. For example, new training guides will help
teachers and mentors to focus on the key aspects of EntreComp and cover
the specific needs of learners/SMEs as they may have different
needs/priorities. CCI Spain developed training guidelines & materials
addressed to SMEs to be implemented through their network (chambers of
commerce) in their entrepreneurship courses.
Involving organizations that provide funding to new entrepreneurs (e.g.,
banks, public agencies, etc.) would raise the awareness about the importance
of entrepreneurial skills and the use of the EF. The use of EntreComp to guide
learning design for migrants and unemployed people helps learners discover
new potential and new opportunities to find a job (Chèque Formation à la
Création d’Entreprise (CFCE) & Intersect project). Employment Support Public
Services should be encouraged to develop their awareness and
understanding of EntreComp complete their current offer of training courses
to people seeking a job, with new courses covering Entrecomp Framework
too.
EntreComp is an effective tool to foster intrapreneurship – developing
resilience and flexibility among employees to support them to adapt to
changing contexts (see The entrepreneurial employee). The use of
EntreComp should be fostered at European level to offer added value to
support sustainable growth in the private sector, considering EntreComp
competences as key enabling competences to be more resilient and surpass
future challenges. Considering the perma-crisis now faced, it is important to
recognize additional challenges of reaching and engaging SMEs in this action
and design innovative ways to overcome this.
EF remains less developed and exploited than other European key
competencies frameworks (e.g DigComp). Work is needed to make it easily
transferable. Some academic researchers consider the framework too vast
and too time-consuming when it has to be adapted in different contexts
(education, training, etc.), therefore there is a need to rectify this "lack of

37
•••

understanding" through practical, simple and adaptable case studies rather

than large documents of good practices.
EntreComp is shown to be effective in supporting innovation via RIS3 and
this should be developed as a policy application of EntreComp at EU level.
Developing the EntreComp aligned understanding of enterprise skills and
key-value competences such as, critical thinking and working in team, risk
management and creativity is critical to RIS3 as well as EIC and European
Innovation Strategy vision. We recommend fostering the training about EF as
a supportive tool to new Industry policies, in Innovation support policies and
other ERDF instruments.
EntreComp is now six years old and there should be work to develop
EntreComp 2.0 taking into account new realities across Europe. It is important
that EntreComp should keep adapting some of its contents: 1) respond to the
ambiguities reported in some studies (e.g., for some authors, it would be
better to consider "learning through experience" a skill being rather a way to
learn skills); 2) reduce its complexity; 3) introduce other skills, such as
problem-solving, it is a key entrepreneurial skill or the management ones.
Strong partnerships are needed to ensure EntreComp stays relevant. A
broader knowledge and application of EF requires that European, national, or
regional authorities include employment community and business networks
like Chambers of Commerce or Employment Centers into innovative
partnerships to monitor and evaluate approaches, reinforce the Public-Private
Partnership and the “bottom-up approach” to keep EntreComp alive, realistic
and with a practical approach close to European employment, social
economy and SME needs.
Link EntreComp more closely to existing EU networks such as Enterprise
Europe Network, Cluster Collaboration Network and Europass. This will
ensure the ongoing relevance of EntreComp to wider employment and
enterprise related networks.
Europass should include specific relevance to the entrepreneurship key
competence aligned to EntreComp. Develop a single assessment tool linked
to Europass that can support employers to understand where and how
employees have developed entrepreneurial competences.
Use EntreComp is a key tool to underpin the new concept of sustainable
business, illustrating the value of entrepreneurial competences to
understanding and create value for and across the SDGs.
Actively promote EntreComp as a supporting tool to profile through
funding applications, highlighted explicitly across a range of European
funding programmes e.g. Horizon Europe, Erasmus+, EIC.

38
 •

• …

SECTION D: PRACTICE PILLAR 3 - ASSESSMENT AND

DIGITALISATION
ACTIVITIES AND INSIGHTS DEVELOPED WITHIN THIS PILLAR

Activity area Highlighted actions and links Insight summary

EntreComp The project designed and created the - Digital badges have the potential to engage community members,
EntreComp Badge Pathway to support thought there can be barriers in awareness of the value of digital
Badge open badges
Pathway community engagement and recognition of
entrepreneurial learning practices across all - Digital badges are the way to recognise community members or
sectors. ambassadors i.e. via the EntreComp Supporter and Explorer
badges
- Badges make practices visible - key questions to consider for the
Links: development of badges are:
- EntreComp Open Badges - Recognising
Entrepreneurial Practice – project guide
What does it make visible?
- EntreComp Europe Case Studies 2022 p.64
What impact will that have?
What benefit(s) for the ecosystem?
What will it be used for?
•••

Who will be interested?

How are they sustainable?

Co-creating Open Badges Sprint – a workshop to explore - The focus for assessment, recognition and validation should be to
the why and how of open badges for explore a progression model that goes across life.
ideas with
community EntreComp community-building - Consider validation by peers – where your expertise is recognised
Mindmap was developed. by others and not an external qualification
members
Reflections from partners.

The The EntreComp Map is a visible map of people and - Digital badges can be used to create a geographic visualisation of
practices awarded digital badges - developed how practices are developing across Europe – raising visibility and
EntreComp awareness.
Map through the EntreComp Badge Pathway

A range of workshops and webinars including: - Specific examples exist to demonstrate how to use assessment
Events
- Assessment tools for entrepreneurship education and digitalisation approaches that support entrepreneurial learning
and the EntreComp competences.
- Introduction to the EntreAssess Tool
- Badgee: Valuing Youth Entrepreneurial Competences

Open Spaces A series of transnational meetings to explore and discuss themes and practices relevant to this pillar
happening at national and European level. Meetings also were a means of co-creating ideas and
implementation pathways for digital badges including the EntreComp Badge Pathway. Insights are blended
into wider elements of this guide.

40
COUNTRY SPECIFIC LEARNING
Each country has reviewed its activity in this practice pillar and provides an
overview below of the lessons learned within its own context.

ALL BELGIUM ITALY MOLDOVA SPAIN TURKEY

Impact
MODERAT
perceived MODERATE HIGH LOW MODERATE MEDIUM
E
by partners

This pillar was the lowest rated of the three practice pillars. This reflect the
newness of the work being addressed and the additional challenges, also
evidenced across the other practice pillars, of supporting effective
assessment of entrepreneurial learning and supporting digitalisation through
open badges. The open spaces and sprint involving project partners and
community members highlighted the challenges faced regarding general
awareness and understanding of both themes.

Belgium
Belgium was a keen actor in this pillar, as it is developing its own self-
assessment tool for training entrepreneurs, which will be finalized in 2023 and
is closely aligned to EntreComp. Examples of assessment and open badges
already exist via the SOWALFIN-led BADGEE practice.
Case studies:
Case Study - BADGEE Valuing youth entrepreneurial competences in
Wallonia [Link – EntreComp Europe Case Studies 2022 p.23]

Italy
Italy was involved in workshops, however little work evidenced from their side
in terms of assessment. Relevant practices already existing from Materahub
include the learning canvas which requires learners to self-reflect as they
work through. ASSET and CCI Basilicata are more active in this area, with
exploration of a new proposal to create a third party skills certification process
for learners in their schools-based work linked to UnionCamere at Italian
national level.
Case studies:
•••

Case Study - EntreCom4ALL - Digital platform for entrepreneurial education

[Link – EntreComp Europe Inspiring Practices 2020 p.37]

Moldova
There was limited engagement in this pillar from wider partners in Moldova –
as indicated by the impact perception at the end of the project.

Spain
Spain have pioneered development of assessment tools for schools and
entrepreneurs and have led the design and implementation of the EntreComp
badge pathway and webinars in this project.
Case studies:
Case Study - Building an EntreComp assessment tool An EntreComp-based
assessment tool for students in Extremadura [Link – EntreComp Europe Case
Studies 2022 p.31]
Case study – webinar - Entrepreneurial competences according to
EntreComp and EntreCompEdu in Primary Education – to explore what is
needed to become a Teacherpreneur using the experiences from anm
Eramus+ project EIPTE
Case Study - Diagnóstico Emprendedor (Entrepreneurial Development)
Raising awareness of entrepreneurial competences in the business sector -
https://diagnosticoemprende.com/ [Link – EntreComp Europe Inspiring
Practices 2020 p.29]

Turkey
Turkey is actively promoting the badge pathway. Both TOBB and TRNA are
also actively involved in developing new tools to support assessment as
learning. The first is for a Youthworker competence framework and the
second is the My Entrepreneurial Life self-assessment tool.
Case studies:
Case Study - My Entrepreneurial Self – Tested recognition/assessment tool
to support recognition of EntreComp competences for young people through
youthwork [Link – My Entrepreneurial Self Project Action 2022]
- Assessment as learning methods can be an effective means of encouraging self-efficacy
and introducing assessment of EntreComp competences

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•••

Case Study – Youth Worker Competence Framework – a new competence

framework outlining the professional competences that youth workers need
to deliver entrepreneurial learning. [Link project action document]

TRANSNATIONAL INSIGHTS AND RECOMMENDATIONS

Assessment remains underdeveloped, necessitating both training and
guidance - introducing new approaches to assessment requires deeper
knowledge of why and how to make these competences visible through
learning. Feedback through the project and its impact studies show more
work is still required to open up the assessment of entrepreneurial
competences across all areas of education and lifelong learning. Teacher
training is required as well as practical guidance on assessment as learning
tailored for all levels.
Digitalisation of assessment is a new and developing theme which requires
more work on awareness-raising to share the relevance and impact – open
badges are not yet widely embraced among teaching and learning
professionals. They are more evident within higher education and supporting
adult learning, but the widespread understanding and introduction of open
badges is still at an early stage in most areas of formal and non-formal
education (including youth work).
New EU priority on micro credentials will drive change in how validation is
valued - during the project lifetime the European Approach to Micro
credentials3 has been published, to promote the use of micro credentials as a
means of recognising and validating skills and competencies. Open digital
badges are a key component of this strategy, as they provide a digital means
of verifying and displaying micro credentials. This allows individuals to easily
share and showcase their skills and qualifications, and employers to easily
verify and recognise them. The EU action includes development of an EU
framework for micro credentials, as well as promotion of best practices and
standards.
The EntreComp Badge Pathway should be a high-profile awards scheme
at EU and global level. The pathway has been developed through this project
but will be fully implemented through The EntreComp Community. The
badges will be fully integrated into a Community awards system and should
- Be endorsed by key stakeholders at EU level to endorse the badges

- Integrate EntreComp Supporter, Explorer, Practitioner and Champion within the same
awards system

3
See https://education.ec.europa.eu/education-levels/higher-education/micro-
credentials

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•••

- Actively use the badge system to inspire and encourage deeper engagement into the
development of The EntreComp Community, especially by Champions.

Further work needed on wider badges to support and recognize efforts

among learners and educators to develop entrepreneurial practices through
learner experiences at all levels.
The impact of badges needs to be considered and studied, exploring the
potential to build recognition and gather evidence providing robust insights
into the value of EntreComp-based community as well as badge-sets to
support community.

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•••

THE ENTRECOMP COMMUNITY

Do you want to be part of the EntreComp Europe Community? For more
information about events and news from our national EntreComp
Collaborative Communities, please visit the websites and Community groups
listed below.

EntreComp Europe
Website | Community

EntreComp Belgique
Website | Community

EntreComp Italia
Website | Community

EntreComp Moldova
Website | Community

EntreComp España
Website | Community

EntreComp Türkiye
Website | Community

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•••

PARTNERS
EntreComp Europe is a collaborative project bringing together partners
across five European countries.

BELGIUM
Bantani Education, Eurochambres, Service Public de Wallonie

ITALY
Materahub, Matera, Camera di Commercio Della Basilicata (COCBasciliata)

MOLDOVA
Chamber of Commerce and Industry of the Republic of Moldova (CCIRM),
National Agency for Research and Development (NARD)

SPAIN
Fundación UCEIF, SoderCan, Injuve, Junta de Extremadura Consejería de
Economía, Ciencia y Agenda Digital, Spanish Chamber of Commerce

TURKEY
The Union of Chambers and Commodity Exchanges of Turkey (TOBB), Turkish
National Agency Turkishna

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•••

EntreComp Europe is an initiative co-funded by the COSME programme of

the European Union.

www.entrecompeurope.eu
info@entrecompeurope.eu

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